Teaching goal is the brain of classroom teaching, which plays a leading role in teaching content and tests the classroom effect. If the teaching goal is unclear, the teaching will lose its direction and the teaching organization will be chaotic. Therefore, teachers should know all about the teaching objectives before class: what are the three-dimensional objectives, what are the key and difficult points in teaching, and in which teaching activities these objectives will be realized. In addition, it is more important to clarify the level of goals, that is, to distinguish basic goals from improving goals and their internal relations. For example, the basic objectives of Division 3 of Fractions are: to find out the quantitative relationship and solve the division problem of fractions according to the formula of quantitative relationship; The goal of improvement is to correctly solve the practical problems of fractional multiplication and division. The relationship between the two is progressive, and we can only explore and improve the goal on the basis of realizing the basic goal.
Second, gradually strengthen the basic objectives.
The basic objectives often belong to the "four basics", that is, basic experience, basic knowledge, basic skills and basic methods, which are often the focus of teaching and must be strengthened to lay a good foundation for students' cognitive structure and make a good knowledge reserve for breaking through difficulties. However, some teachers often think that the basic knowledge is too simple for students to understand without hard work, so it is better to spend more time exploring the difficulties, which is actually a teaching misunderstanding. Without a solid foundation, it is difficult for most students to contact the "four basics" to solve new problems. Examples like this abound. For example, in the teaching of fractional division ⅲ, we should first review the problem-solving method of fractional multiplication by using the existing knowledge, then change the conditions and problems in the problem, so that students can try to solve the problem, and finally clarify the problem-solving method of fractional multiplication and division in communication, just integrating in the quantitative relationship and dividing one of the factors. Stimulate students' interest in learning and get a successful experience under the guidance of "from helping to letting go". Promote at different levels, gradually realize the basic goals, and highlight the teaching focus.
Third, pay attention to the overall view of target implementation
A complete teaching goal should be an organic whole, and there is no strict dividing line between the goals, which complement each other. Therefore, teachers' teaching design should reflect the organic integrity of teaching objectives as a whole, which can be grasped from four aspects: 1, and the overall teaching structure is hierarchical. For example, fractional division three, first review the application problems of fractional multiplication, then learn the application problems of fractional division, then compare them, and finally comprehensively use them to advance layer by layer. 2. Pay attention to the logic of asking questions, from what, why to how, so that students can learn knowledge thoroughly in compact thinking and improve their cognitive structure. 3. Pay attention to the diversity of levels and forms of practice design, from easy to difficult, from image to abstraction, and combine hands-on operation, oral expression and writing with content. 4. Give full play to the cohesive function of interlanguage. Around the goal, the whole teaching structure is connected into an organism through the guidance and timely summary of each link. At the same time, we should pay attention to students' communication and naturally use students' answers to complete the transition.
Designing around the goal, grasping the goal for teaching, keeping the goal in mind, aiming at the goal and improving the classroom efficiency in optimizing the teaching goal are all worth our continuous learning.